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Systems Technicians: Electronics Foundation with Photonics, Robotics and Other Specialties

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Systems Technicians: Electronics Foundation with Photonics, Robotics and Other Specialties Paper ID #10560 Systems Technicians: Electronics Foundation With Photonics, Robotics and Other Specialties Mr. Daniel M. Hull P.E., OP-TEC Registered Professional Engineer, BSEE Univ. Texas, MSEE Univ. Pitt, PI and Executive Director, OP- TEC, NSF/ATE National Center for Optics and Photonics Education Dr. Chrysanthos Andreas Panayiotou, Indian River State College Dr. Chrysanthos A. Panayiotou is the director of the National Science Foundation Southeast Regional Center for Laser and Fiber Optics based at Indian River State College in Fort Pierce Florida. For the last 20 years he served as electronics professor, program director and department chair of the electronics and electrical power technology programs at Indian River State College and Brevard Community Col- lege where he created new courses and programs, updated curricula, and increased enrollment to full capacity. Chrysanthos authored two textbooks and six laboratory manuals in the areas of analog and digital electronics, and schematic capture and printed circuit board layout. Panayiotou started his career in industrial controls and automation and then transitioned to the telecommunications industry where he designed VHF and UHF networks. Panayiotou received his undergraduate electrical engineering degree from Higher Technical Institute, Nicosia, Cyprus. With the support from a Fulbright scholarship, he completed his master’s degree in electrical engineering at the University of Central Florida. Chrysanthos continued his graduate studies at Florida Atlantic University, Boca Raton, Florida, where he received a doctoral degree in educational leadership. Page 24.1151.1 Page c American Society for Engineering Education, 2014 Systems Technicians: Electronics Foundation with Photonics, Robotics and Other Specialties Abstract Employment trends for technicians in the physical sciences are calling for broad-based technical knowledge and skills, with a specialization in an emerging technology, such as photonics, robotics & automation, instrumentation & control, biomedical equipment etc. The AAS degree curriculum for preparing these techs typically includes a technical core of electronics, plus 3-4 specialty courses in one of these emerging technologies. An example that has been tested and proven very successful is in Photonics. Indian River State College (FL) converted its EET program to the Photonics Systems Technology (PST) curriculum structure in 2008, including several other specialties such as robotics, fiber optics communications, instrumentation & control, and biomedical equipment. This change reenergized IRSC’s rapidly declining Electronics program. Enrollment at IRSC is now at a maximum capacity and completers are highly sought by employers in industries such as photonics, communications, automated systems, defense and environmental control. Completers of the programs receive AAS degrees in Electronics with a specialty in Photonics, etc. Design of the curriculum is based on OP-TEC’s National Photonics Skill Standards and focus groups of photonics technician employers. Background The field of electronics has experienced several significant revolutions that have led to new requirements for electronic technicians. From the discovery of the first active device, the triode vacuum tube, electronics focused primarily on radio and radars for the first half of the 20th century. During this period, the few electronic technicians available were the products of private schools and the military. With the emergence of television and transistors, the need for electronics techs grew to support entertainment devices as well as further needs for military guidance and communications systems. AAS degree programs to educate electronic technicians were formed at two-year technical colleges during the 1960s. As more solid state devices and digital integrated circuits were developed, electronics grew in the 1970s, encompassing industrial applications, military and space systems, consumer electronics and control systems. To support these applications, most two-year colleges offered electronics technician education. In the 1980s and 1990s electronics technology was among the most popular technical program at community and technical colleges. Technical educators were required to make relatively frequent and substantive changes in the AAS degree Electronics curriculum in order to produce technicians with up-to-date skills. Since 1975, specialized engineering technology programs, such as laser/electro-optics, biomedical electronics, telecommunications, industrial electronics and robotics have emerged. Although these fields are heavily dependent on electronics, most of the specialized AAS degree 24.1151.2 Page curricula concentrated on the specialty. For example, laser electro-optics programs contained eight to ten specialty courses—and consequently less electronics. Current and Future Trends: “Systems Technicians” In the early 2000s electronics began transitioning to an “enabling technology” for many of these specialty areas. One example is in photonics. As lasers moved from the R&D stage to applications where they were a subsystem in a variety of equipment, such as welders, surgical instruments, fiber-optics communications, printers etc., an in-depth knowledge and skills for laser technicians was not as critical as having fewer specialty courses, layered on a broad technical base that allows technicians to integrate, operate, maintain, trouble shoot and repair systems. Similar examples are also evident as IT and Communications merged and Robotics merged with Manufacturing. Today, demand for these “system-oriented technicians” is high. The NSF/ATE National Center for Optics and Photonics Education (OP-TEC)1 recently conducted a survey of employers that revealed a need for ~800 new technicians per year for at least the next five years.2 Using focus groups of photonics employers OP-TEC determined that the high degree of specialization (8-10 specialty courses in an AAS degree) is only required for ~15% of the new photonics technicians; 85% of the need is for “Photonics Systems Technicians”, working in applications, where photonics is an “enabling technology” in many fields. The definition of a PST was created from information in the employer focus groups. Photonics systems technicians (PSTs) work in industries whose processes and operations require the extensive use of photonics devices to meet production or mission goals. PSTs frequently integrate photonics devices or subsystems into larger systems, where photonics is an enabling technology. PSTs must have broad, working knowledge and skills of electronic and electromechanical devices/systems, combined with their specialty knowledge and skills in photonics to efficiently and effectively operate, maintain, repair, and calibrate photonics subsystems, and integrate these subsystems into full systems. New curricula designs for PSTs require only 3-4 photonics courses, supported by an electronics technical core. Colleges initiating or revising photonics programs can utilize much of their existing electronics curricula and reduce the technical specialization from 8-10 photonics courses to 3-4 courses. This new strategy not only addresses most of the job requirements, it requires only one photonics faculty member instead of 3 or 4, and less than $225,000 of lab equipment instead of $2-3 million. In the present economic condition of state or locally supported community colleges, the cost for initiating and offering this type of a program is reasonable and achievable.3 This model can be extended to other specialty areas, such Robotics, Biomedical Equipment, Instrumentation and Telecommunications. The model can be illustrated by the following chart. 24.1151.3 Page AAS Degree in Electronics with Systems Specialty Certificates Photonics Robotics Biomedical Instrumentation Specialty Specialty Specialty Specialty (3-4 courses) (3-4 courses) (3-4 courses) (3-4 courses) Electronics Core Curriculum General Education, Mathematics and Science Core Curriculum Figure 1. Systems Technician Curriculum Model An Example of Implementing the Systems Technician Curriculum Prior to 2005, Indian River Community College (now Indian River State College) offered a traditional Electronics Engineering Technology AAS degree program. From 1995 to 2005, enrollment in the EET program dropped from 158 students to 55 students. Based on feedback from students and employers, IRSC began to alter its EET program to support specializations in high profile technologies like Robotics and Instrumentation. In 2006 IRSC adopted the Photonics specialty, using curriculum, teaching materials and strategies developed by OP-TEC, The National Center for Optics and Photonics Education. Indian River State College converted to the PST curriculum structure in 2008, including several other specialties such robotics, fiber optics communications, instrumentation & control, and biomedical equipment. This change has reenergized IRSC’s rapidly declining Electronics program. Enrollment is now at a maximum capacity and completers are highly sought by employers in industries such as photonics, communications, automated systems, defense and environmental control. Completers of the programs receive AAS degrees in Electronics with a specialty in Photonics, or another system specialty. Recruitment of high school students was emphasized, using dedicated recruiters and featuring the new high profile specialties. IRSC developed robust “high school” pipelines to their new EET Systems program. Today dual credit courses are
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